La Biblioteca classica sacra di Ottavio Gigli e la 'Vita del b. Giovanni Colombini' di Feo Belcari

Il contributo sottopone a indagine la collana romana «Biblioteca classica sacra», entro la quale, tra il 1842 e il 1848, furono pubblicati diciannove testi di argomento ascetico-religioso databili ai secoli XIV-XVII. Descritti gli intenti filologici, storici e culturali dell’editore, Ottavio Gigli, ci si sofferma sul volume delle Prose di Feo Belcari e, in particolare, si ricostruisce nel dettaglio la complessa vicenda editoriale della Vita del b. Giovanni Colombini.The study investigates the Roman series «Biblioteca classica sacra» (1842-1848), in which nineteen ascetic and religious texts dating back to the 14th-17th centuries were published. Once the philological, historical, and cultural intentions of the publisher, Ottavio Gigli, are clarified, the Prose di Feo Belcari are analyzed and, in particular, the complex editorial story of the Vita del b. Giovanni Colombini is reconstructed. &nbsp

Giocare con le parole. il linguaggio e il mistico tra Wittgenstein e la p4c: quale rapporto?

The text starts with an introductory note in which the author, who has already used the the curriculum she will discuss, clarifies her didactic choices in two ways. Her primary motivation was 1) to assist in the dynamic and multi-dimensional growth of her students’ individual and collective thinking, and of her thinking as well; and, 2) to give them the tools through which they could reach their own potential through continual transformation and renovation of both their individual and social lives. The text begins with the philosophical statements which a group of children have offered in the course a session, which the author connects to the thinking of Wittgenstein, which leads into an inquiry about the relationship between the thinking of the Austrian philosopher and Matthew Lipman. Basic shared themes and analogous approaches are identified in the areas of mysticism, language, and the goals of philosophy. Lipman says, for example, that "Philosophy for Children aims at being a total, thinking-in-language experience," while for Wittgenstein, philosophy is an activity of clarification through language whose purpose is to make thoughts clear via logic. In his Philosophical Investigations, for example, language is understood as a unitary structure that represents a set of relationships, just as in the community of inquiry, dialogue is understood as a set of relationships between multiple meanings. For both philosophers, language restores the relationship between theory and practice, and as such is a social production and an instrument for the transformation of daily behavior. The therapeutic potential that Wittgenstein finds in language can be compared to the potential for reconstruction that the community of inquiry explores through its practice of collective action-research into the construction of meaning and value in everyday life. The capacity for wonder that Lipman attributes to children is seen in relation to Wittgenstein's concern for "what cannot be said," and is understood in both philosophers as the exploration of that mystery which serves as the ground on which and by which everything that we strive to express, to communicate, and to be, acquires a meaning.Il testo si apre con una nota introduttiva nella quale l’autrice, che sperimenta da diversi anni i programmi del curricolo, motiva le proprie scelte pedagogico-didattiche sia nell’affermare che i percorsi attivati le hanno sempre dato la possibilità di costatare crescite dinamiche e multidimensionali del pensiero individuale e collettivo degli alunni e di lei stessa docente e facilitatrice, sia,soprattutto,hanno continuamente garantito potenzialità maggiori da esplicitare, quali, ad esempio, la capacità di trasformare e di trasformarsi,che, unitamente alla consapevolezza della necessità di tali cambiamenti,agevola e migliora la relazionalità con se stessi e con gli altri. Il testo riporta inizialmente le affermazioni che un gruppo di bambini ha elaborato nel corso di una sessione, in quanto è proprio la pratica filosofica quel contesto di situazioni e circostanze che consente all’ autrice di cogliere costanti riferimenti al pensiero di Wittgenstein, sollecitandola, altresì, verso un’indagine riguardo alla possibilità di un rapporto tra il filosofo austriaco ed i presupposti che sono alla base della P4C e che ,fanno ,essenzialmente, riferimento al pensiero di Lipman. Le tematiche di fondo si snodano,quindi, nell’evidenziare nei due filosofi affinità di pensiero, sia relativamente al linguaggio che al mistico, individuandone analogie e trovando corrispondenza nella stessa idea di filosofia che appartiene ad entrambi. Lipman afferma che la e la filosofia per Wittgenstein è attività chiarificatrice del linguaggio che ha per scopo la chiarificazione logica dei pensieri. Nelle il linguaggio viene definito una struttura unitaria che rappresenta un insieme di relazioni, così come l’argomentare delle CdR si caratterizza in un insieme di relazioni collegate nei rapporti e nei significati. Il linguaggio sia in W che in L recupera una stretto rapporto tra la teoria e la prassi, diventando produzione sociale , strumento dell’agire quotidiano. La potenzialità espressa dal linguaggio può essere comparata alla potenzialità espressa dalla CdR nel suo cammino di ricerca-azione. Relativamente, poi, alla dimensione dell’inesprimibile, il mistico e la meraviglia dei bambini raccontata da Lipman si incontrano in quello stupore che ambedue generano, in quel desiderio di conoscenza che li coinvolge, nel mistero che li associa, diventandone quello sfondo sul quale ed attraverso il quale tutto ciò che proviamo ad esprimere, comunicare, essere acquista significato.Este texto começa com uma nota introdutória na qual a autora, que experimenta há vários anos os programas do currículo, mostra os motivos de sua escolha pedagógica-didática afirmando que os percursos traçados lhe deram sempre, por um lado, a possibilidade de constatar um crescimento dinâmico e multimensional do pensamento individual e coletivo dos alunos e dos próprios docentes e facilitadores. Por outro lado, e principalmente, eles têm garantido uma possibilidade maior de explicitar, por exemplo, a capacidade de transformar e transformarem a si mesmos, o que, somente ao ter a consciência da necessidade de tais mudanças, facilita e melhora o modo deles se relacionarem com eles mesmos e com os outros. O texto remete, inicialmente, às afirmações que um grupo de crianças elaborou durante uma sessão, de forma que é exatamente a prática filosófica no contexto de suas situações e circunstâncias que permite a autora fazer constantes teferências ao pensamento de Wittgenstein, e realizar, também, um exame a respeito da possibilidade de uma relação entre o filósofo austríaco e os pressupostos que estão na base da filosofia para crianças (P4C) e que fazem, essencialmente, referência ao pensamento de Lipman. As temáticas de fundo tendem, portanto, a evidenciar uma afinidade de pensamento entre os dois filósofos relativa à linguagem e ao místico, para o qual se introduzem algumas analogias e se encontra correspondência na própria idéia de filosofia que pertence a ambos. Lipman afirma que a P4C deseja ser uma experiência total de pensamento através da linguagem e a filosofia para Wittgenstein é uma atividade esclarecedora da linguagem que tem como finalidade a clarificação lógica dos pensamentos. Em Investigação filosófica de Lipman, a linguagem está definida como uma estrutura unitária que representa um conjunto de relações, do mesmo modo que o argumentar na comunidade de investigação se caracteriza como um conjunto de vínculos conectados em suas relações e significados. A Linguagem, tanto em Lipman como em Wittgenstein, recupera uma estreita relação entre teoria e prática, e assim se torna uma produção social, instrumento da ação cotidiana. A potencialidade expressada pela linguagem pode ser comparada à potencialidade expressada na comunidade de investigação em seu percurso de investigação-ação. Portanto, em relação às dimensões do inexpressível, o místico e o espanto das crianças relatadas por Lipman se encontram nesse estupor que ambos geram, nesse desejo de conhecimento implicado neles, no mistério causado neles, tomando-se esse o fundo sobre o qual e através do qual todo o que tentamos expressar, comunicar e ser adquire significado.El texto se inicia con una nota introductoria en la que la autora, que experimenta desde hace varios años los programas del currículo, da los motivos de su elección pedagógico-didáctica afirmando que los recorridos trazados le han dado siempre, por un lado, la posibilidad de constatar un crecimiento dinámico y multidimensional del pensamiento individual y colectivo de los alumnos y de los propios docentes y facilitadores. Por otro lado, y sobre todo, le han garantizado una mayor posibilidad de explicitar, por ejemplo, la capacidad de transformar y de transformarse que, únicamente al tener consciencia de la necesidad de tales cambios, facilita y mejora el modo de relacionarse consigo mismo y con los otros. El texto remite, inicialmente, a las afirmaciones que un grupo de niños ha elaborado en el curso de una sesión, de manera que es propiamente la práctica filosófica en el contexto de sus situaciones y circunstancias que permite a la autora elegir constantes referencias al pensamiento de Wittgenstein, y realizar, también, un examen con respecto a la posibilidad de una relación entre el filósofo austríaco y presupuestos que están en la base de Filosofía para Niños (P4C) y que hacen, esencialmente, referencia al pensamiento de Lipman. Las temáticas de fondo tienden, por lo tanto, a evidenciar una afinidad de pensamiento entre los dos filósofos en lo relativo al lenguaje y a lo místico, para lo que se trazan algunas analogías y se encuentra correspondencia en la propia idea de filosofía que pertenece a ambos. Lipman afirma que P4C desea ser una experiencia total de pensamiento a través del lenguaje y la filosofía para Wittgenstein es una actividad del clarificadora del lenguaje que tiene como finalidad la clarificación lógica de los pensamientos. En Investigación filosófica de Lipman, el lenguaje está definido como una estructura unitaria que representa un conjunto de relaciones, del mismo modo que el argumentar en comunidad de investigación se caracteriza como un conjunto de vínculos conectados en sus relaciones y significados. El lenguaje tanto en Lipman como en Wittgenstein recupera una estrecha relación entre teoría y práctica, y así deviene producción social, instrumento de la acción cotidiana. La potencialidad expresada del lenguaje puede ser comparada a la potencialidad expresada en la comunidad de investigación en su camino de investigación-acción. Entonces, en lo relativo a la dimensión de lo inexpresable, lo místico y el asombro de los niños relatados por Lipman se encuentran en ese estupor que ambos generan, en ese deseo de conocimiento que los implica, en el misterio que los asocia, tornándose ese fondo sobre el cual y a través del cual todo lo que intentamos expresar, comunicar y ser adquiere significado

Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study

Spectroscopy is the basis of many applications in chemistry; however, the basic principles of light, light–matter interaction, and the operation of spectrophotometers are rarely present in chemistry curricula at the high-school level, or they are only briefly introduced to students before focusing on analytical chemistry applications. In this work, we report the results of a study conducted over several years, aimed to design, optimise, and put into practice a didactic sequence on light phenomena such as reflection, refraction, interference, diffraction, and light dispersion, as well as the basic principles of ultraviolet–visible spectroscopy and spectroscopic instruments. Difficult concepts of light phenomena and related topics were deeply investigated, focusing on the best ways to teach them to high-school students in the framework of the content-specific components identified in the topic-specific pedagogical content knowledge theoretical model. Inquiry-based learning and interactive STEM laboratory activities were combined with a historical epistemological teaching method. Short introductory videos were also recorded to help students during the remote lessons in the COVID-19 pandemic period. In this paper, we report and discuss the research strategy used in order to design and implement the sequence of educational activities, leading to a final optimised didactic sequence that was tested in a pilot study. The main results were obtained from the experimentation with several classes in two high-school technical institutes with a chemistry and material sciences curriculum, along with a group of undergraduate students during the first part of an introductory course on molecular spectroscopy

Reviews pages The resilience city/the fragile city. Methods, tools and best practice 1 (2018)

Starting from the relationship between urban planning and mobility management, TeMA has gradually expanded the view of the covered topics, always remaining in the groove of rigorous scientific in-depth analysis. During the last two years a particular attention has been paid on the Smart Cities theme and on the different meanings that come with it. The last section of the journal is formed by the Review Pages. They have different aims: to inform on the problems, trends and evolutionary processes; to investigate on the paths by highlighting the advanced relationships among apparently distant disciplinary fields; to explore the interaction’s areas, experiences and potential applications; to underline interactions, disciplinary developments but also, if present, defeats and setbacks. Inside the journal the Review Pages have the task of stimulating as much as possible the circulation of ideas and the discovery of new points of view. For this reason the section is founded on a series of basic’s references, required for the identification of new and more advanced interactions. These references are the research, the planning acts, the actions and the applications, analysed and investigated both for their ability to give a systematic response to questions concerning the urban and territorial planning, and for their attention to aspects such as the environmental sustainability and the innovation in the practices. For this purpose the Review Pages are formed by five sections (Web Resources; Books; Laws; Urban Practices; News and Events), each of which examines a specific aspect of the broader information storage of interest for TeMA

Review Pages: Methods, Tools and Best practices to Increase the Capacity of Urban Systems to Adapt to Natural and Man-made Changes

Starting from the relationship between urban planning and mobility management, TeMA has gradually expanded the view of the covered topics, always remaining in the groove of rigorous scientific in-depth analysis. During the last two years a particular attention has been paid on the Smart Cities theme and on the different meanings that come with it. The last section of the journal is formed by the Review Pages. They have different aims: to inform on the problems, trends and evolutionary processes; to investigate on the paths by highlighting the advanced relationships among apparently distant disciplinary fields; to explore the interaction’s areas, experiences and potential applications; to underline interactions, disciplinary developments but also, if present, defeats and setbacks. Inside the journal the Review Pages have the task of stimulating as much as possible the circulation of ideas and the discovery of new points of view. For this reason the section is founded on a series of basic’s references, required for the identification of new and more advanced interactions. These references are the research, the planning acts, the actions and the applications, analysed and investigated both for their ability to give a systematic response to questions concerning the urban and territorial planning, and for their attention to aspects such as the environmental sustainability and the innovation in the practices. For this purpose the Review Pages are formed by five sections (Web Resources; Books; Laws; Urban Practices; News and Events), each of which examines a specific aspect of the broader information storage of interest for TeMA

Reviews Pages: Methods, tools and best practices to increase the capacity of urban system to adapt to natural and man-made changes 3 (2017)

Starting from the relationship between urban planning and mobility management, TeMA has gradually expanded the view of the covered topics, always remaining in the groove of rigorous scientific in-depth analysis. During the last two years a particular attention has been paid on the Smart Cities theme and on the different meanings that come with it. The last section of the journal is formed by the Review Pages. They have different aims: to inform on the problems, trends and evolutionary processes; to investigate on the paths by highlighting the advanced relationships among apparently distant disciplinary fields; to explore the interaction’s areas, experiences and potential applications; to underline interactions, disciplinary developments but also, if present, defeats and setbacks. Inside the journal the Review Pages have the task of stimulating as much as possible the circulation of ideas and the discovery of new points of view. For this reason the section is founded on a series of basic’s references, required for the identification of new and more advanced interactions. These references are the research, the planning acts, the actions and the applications, analysed and investigated both for their ability to give a systematic response to questions concerning the urban and territorial planning, and for their attention to aspects such as the environmental sustainability and the innovation in the practices. For this purpose the Review Pages are formed by five sections (Web Resources; Books; Laws; Urban Practices; News and Events), each of which examines a specific aspect of the broader information storage of interest for TeMA

NUTRITIONAL STATUS OF CHILDREN AND ADOLESCENTS: FACTORS ASSOCIATED TO OVERWEIGHT AND FAT ACCUMULATION

Objective: To estimate prevalence and identify factors associated with the nutritional status of individuals aged 8 to 17 years old in schools located at 3 administrative regions in the city of Vitória, Brazil. Methods: The nutritional status of 400 students was assessed based on a cross-sectional study. Association between overweight and fat accumulation around waist was tested considering the variables: sexual maturaten stage, income level, number of siblings, maternal Body Mass Index (BMI) and physical activity. Individuals considered stunting had height-for-age < -2 Z-scores of median value for the reference population; wasting, those with BMI < 5th  percentile; overweight, those with BMI e” 85th percentile. Waist circumference was measured under the following parameter: percentile e” 90 of the British population. Results: Prevalence was 4.0% stunting, 4.8% wasting, 21.3% overweight and 27.3% fat accumulation around the waist. In the multiple linear model, variables associated with overweight were the following: initial and intermediate stages of sexualmaturaten, maternal BMI > 25kg/m2, and high income level. Fat accumulation around the waist was associated to the following variables: maternal BMI >25kg/m2, high income level, age < 14, and sedentary > 28 hours/week. Conclusions: Low prevalence of nutritional deficits and high prevalence of overweight and fat accumulation around the waist were found. Higher prevalence rate occurred among individuals showing the following characteristics: higher income level; overweight mother; within initial and intermediate stages of sexual maturation; bellow 14 years old; sedentary

Lean Six Sigma: A new approach to the management of patients undergoing prosthetic hip replacement surgery

Rationale, aims and objectives In 2012, health care spending in Italy reached €114.5 billion, accounting for 7.2% of the Gross Domestic Product (GDP) and 14.2% of total public spending. Therefore, reducing waste in health facilities could generate substantial cost savings. The objective of this study is to show that Lean Six Sigma represents an appropriate methodology for the development of a clinical pathway which allows to improve quality and to reduce costs in prosthetic hip replacement surgery. Methods The methodology used for the development of a new clinical pathway was Lean Six Sigma. Problem solving in Lean Six Sigma is the DMAIC (Define, Measure, Analyse, Improve, Control) roadmap, characterized by five operational phases which make possible to reach fixed goals through a rigorous process of defining, measuring, analysing, improving and controlling business problems. Results The following project indicated several variables influencing the inappropriate prolongation of the length of stay for inpatient treatment and corrective actions were performed to improve the effectiveness and efficiency of the process of care. The average length of stay was reduced from 18.9 to 10.6 days (-44%). Conclusion This article shows there is no trade-off between quality and costs: Lean Six Sigma improves quality and, at the same time, reduces costs

Body weight perception and associated factors in students

Objective: analyze the association between body weight perception and related variables in Elementary School students. Methods: cross-sectional study performed in 2007 with students aged 8 to 17, residents of Vitoria (ES). Anthropometric, demographic, socioeconomic and sexual maturation data were collected. Body weight perception was established by one single question of what the students thought of their own body weight in relation to their height. Logistic regression analysis stratified by gender was used to verify the associations among body weight perception and age, body mass index, waist circumference, pubertal stage and socioeconomic status. The reference category for analysis was “adequate weight perception”. Results: three hundred and ninety-seven students participated in the study, 52.4% were females, and the age average (standard deviation) was 12 (1.84) years. Nutritional status for boys and girls showed, respectively, 21.7% and 20.1% overweight, 76.9% and 77.8% normal weight for height, 1.4% and 2.1% underweight. There was statistic association between body weight perception and nutritional status (overweight) for both genders (boys: OR = 6.76, girls: OR = 19.58), and age (10 to 14 years) for boys (OR = 0.40). The other variables did not show any association. Conclusion: body weight perception was associated with nutritional status in both genders, and with age only for boys. This reinforces the need of health professionals to monitor these adolescents in order for them to have a better understanding of their own bodies

Percepção do Peso Corporal e Fatores Associados em Estudantes

AbstractObjective: to analyze the association between body weight perception and related variables in Elementary School students. Methods: cross-sectional study performed in 2007 with schoolchildren aged 8 to 17, residents of Vitoria (ES). Anthropometric, demographic, socioeconomic and sexual maturation data were collected. Body weight perception was established by one single question as to what the children thought of their own body weight in relation to their height. Logistic regression analysis stratified by gender was used to verify the associations among body weight perception and age, body mass index, waist circumference, pubertal stage and socioeconomic status. The reference category for analysis was “adequate weight perception”. Results: three hundred and ninety-seven students participated in the study, 52.4% were females, and the average age (standard deviation) was 12 (1.84) years. Nutritional status for boys and girls showed, respectively, 21.7% and 20.1% overweight, 76.9% and 77.8% normal weight for height, 1.4% and 2.1% underweight. There was statistic association between body weight perception and nutritional status (overweight) for both genders (boys: OR = 6.76; girls: OR = 19.58), and age (10 to 14 years) for boys (OR = 0.40). The other variables did not show any association. Conclusion: body weight perception was associated with nutritional status in both genders, and with age only for boys. This reinforces the need for health professionals to monitor these adolescents so that they should have a better understanding of their own bodies.ResumoObjetivo: analisar a associação entre percepção do peso corporal e variáveis relacionadas, em estudantes do ensino fundamental. Método: estudo transversal, realizado em 2007, com estudantes de 8 a 17 anos, residentes em Vitória, Espírito Santo (ES). Dados antropométricos, demográficos, socioeconômicos e de maturação sexual foram coletados. A percepção do peso corporal foi verificada por meio de pergunta única sobre o que os estudantes achavam do próprio peso corporal em relação à sua estatura. Análises de regressão logística, estratificadas por sexo, foram realizadas para verificar a associação entre percepção do peso corporal e faixa etária, estado nutricional, perímetro da cintura, estágio de maturação sexual e nível socioeconômico. A categoria de referência para as análises foi “percepção do peso adequado”. Resultados: participaram 397 estudantes, idade média (desviopadrão) 12 (1,84) anos, sendo 52,4% do sexo feminino. Em relação ao estado nutricional, meninos e meninas, respectivamente, apresentaram prevalências de 21,7% e 20,1% (excesso de peso), 76,9% e 77,8% (peso adequado para a estatura), e 1,4% e 2,1% (baixo peso). Houve associação estatisticamente significante entre percepção do peso corporal e estado nutricional (excesso de peso) em ambos os sexos (meninos: OR = 6,76; meninas: OR = 19,58) e faixa etária (10 a 14 anos) para os meninos (OR = 0,40). Conclusão: a percepção do peso corporal associou-se ao estado nutricional em ambos os sexos, e à faixa etária apenas em meninos. Isso reforça a necessidade do acompanhamento desses adolescentes por profissionais de saúde, visando uma melhor consciência do próprio corpo